Performance Task (Summary in G.R.A.S.P.S. form):(T)
Goal: Win the competition and have our comic displayed in the Smithsonian Role: A comic book drawing company. Audience: Late elementary school to middle school age children. Situation: There is a competition to have a comic strip displayed in the Smithsonian's new Pre-Revolutionary America exhibit. Product/Presentation: create a comic strip that highlights the important events of the Pre-Revolutionary America time period. Standards (Criteria from both rubrics - product and presentation):
Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):
Other Evidence(OE)
•blog/journal entries written from a colonists point of view displaying the justification of their feelings.
•make a Prezi to illustrate why we celebrate the 4th of July.
•make a Comic Life strip after having a debate to show the deteriorating relationship between the colonists and Great Britain.
•create a Podcast in the form of a talk show to discuss key events that effected the relationship between the colonies and England.
•create an i Movie re-enacting the events from the Boston Tea Party.
•make a Glogster to show the connection between the culture back then, to the present.
Student Self-Assessment and Reflection
Self-Assessment(SA) Pre-Assessment, Checking for Understanding, and Timely Feedback
•give out a short answer packet asking questions about key figures and events. Assure students that it won't be graded.
•hand out entrance and exit tickets and give and ask for examples/non examples.
•create opportunities for peer, self, and teacher feedback.
flag it to assess students understandings of big ideas
hand print activity to show new things the students learn from the day.
say something activity that make students lead group discussions
Assessment Task Blue Print
What understandings/goals will be assessed through this task?(G)
Understanding
Goal (MLR)
•the relationship between the American colonies and England was filled with tension.
•there was a generational gap that brought on new ways of thinking and strained the relationship with England.
•the culture then, although different from today, helped create our great culture today.
•Students will be able to explain that history includes the study of the past based on the examination of a variety of primary and secondary sources and how history can help make one better understand and make informed decisions about the present and future.
What criteria are implied in the standard(s) understanding(s) regardless of the task specifics? What qualities must student work demonstrate to signify that standards were met?
Big Ideas
Big Ideas
•Pre-Revolutionary America
•taxes, riots, people, economy, gender roles.
Through what authentic performance task will students demonstrate understandings?
Task Description:(T)
The Smithsonian Museum is opening a new exhibition on Pre-Revolutionary America for late elementary school to middle school age children. The competition requires a comic strip that illustrates the key events from the Pre-Revolutionary America era. You are a comic book company and winning the competition will be really good for your company name. A panel of judges from the museum has been put together to assess all the entries sent in from all over the country. Win the competition and have your company's comic strip on display in the Smithsonian for all to see. Not only will your comic strip be on display as a prize, but it also comes along with a two year contract with the Smithsonian Museum to do more comic strips for children.
What student products/performances will provide evidence of desired understandings?
Type II Product
Type of Presentation
•Comic Life
•Oral
By what criteria will student products/performances be evaluated?
Product Criteria
Presentation Criteria
•Clarity and Neatness 15%
•Spelling & Grammar 20%
•Content 30%
•Required Elements 35%
•speaks clearly 5%
•content 30%
•listens to others presentations 30%
•stays on topic 15%
•comprehension 10%
•volume 10%
Stage 2 - Determine Acceptable Evidence.
Role: A comic book drawing company.
Audience: Late elementary school to middle school age children.
Situation: There is a competition to have a comic strip displayed in the Smithsonian's new Pre-Revolutionary America exhibit.
Product/Presentation: create a comic strip that highlights the important events of the Pre-Revolutionary America time period.
Standards (Criteria from both rubrics - product and presentation):
•make a Prezi to illustrate why we celebrate the 4th of July.
•make a Comic Life strip after having a debate to show the deteriorating relationship between the colonists and Great Britain.
•create a Podcast in the form of a talk show to discuss key events that effected the relationship between the colonies and England.
•create an i Movie re-enacting the events from the Boston Tea Party.
•make a Glogster to show the connection between the culture back then, to the present.
Assessment Task Blue Print
What understandings/goals will be assessed through this task? (G)
•there was a generational gap that brought on new ways of thinking and strained the relationship with England.
•the culture then, although different from today, helped create our great culture today.
What criteria are implied in the standard(s) understanding(s) regardless of the task specifics? What qualities must student work demonstrate to signify that standards were met?
Through what authentic performance task will students demonstrate understandings?
What student products/performances will provide evidence of desired understandings?
By what criteria will student products/performances be evaluated?
•Spelling & Grammar 20%
•Content 30%
•Required Elements 35%
•content 30%
•listens to others presentations 30%
•stays on topic 15%
•comprehension 10%
•volume 10%